Aprendizagem em trigonometria no ensino médio - contribuições da teoria da aprendizagem significativa

• Ano de defesa: 2011
• Autor(a) principal: Pereira, Cícero da Silva
• Orientador(a): Rêgo, Rômulo Marinho do
• Banca de defesa: Maciel, Aldo Bezerra , Bandeira, Francisco de Assis
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Ensino de Física
• País: BR
• Palavras-chave em Português: Ensino de trigonometria; Educação matemática; Aprendizagem
• Palavras-chave em Inglês: Teaching trigonometry; Mathematics education; Learning
• Área do conhecimento CNPq: CNPQ
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73729

This paper shows the results of a research on the teaching of Trigonometry, which consisted of formulating, applying and analyzing a didactic approach for evening study based on David Ausubel s theory of meaningful learning, and developed in a group of the 2nd year of Ensino Médio (High School) of an evening study public school, in the urban zone of Campina Grande. The methodological process included the elaboration of an activity module which emphasized the relations of concepts, which is one of Ausubel s focus. The proposal was developed with sections applied in groups or individually. These allowed us to collect data through the observations and registers of the students development in the activities and a self-evaluating questionnaire, thus, we were able to analyze the students reflections about their own learning. The results obtained led us to confirm the need and importance of using background knowledge and the possibility of approaches that do not involve only formulae and excessive algebra, which make knowledge mechanical and/or meaningless for the students.